With this type of planning, the grade level curriculum outcomes of a subject area have been change to address teh specific needs of the student. With modification, the majority (50% or more) of the outcomes of the grade level curriculum have been altered. These changes could involve simplified tests, exams or assignments; material presented at a lower reading level; or simplified texts and projects. Students' achievement will be assessed on a different basis from that of their peers. Decisions for modification must involve the classroom teacher(s), the resource teacher, the parent(s), as well as be discussed at the regular meetings of the school-based Student Services Team. SEPs reflecting modification may be simply described in terms of the type of modification made to the grade level curriculum or may include long-term goals, and measurable short-term outcomes, as well as the methods and materials to achieve the goals and outcomes. The district Student Services administrator will choose the level of detail of documentation required for this planning. Planning of this type needs to be reviewed at reporting time, and adjusted accordingly. Summative evaluation of the efficacy of the plan should occur at the end of the year. Modification can occur in one or more courses or subjects and still is based on teh regular curriculum.
Modified SEPs have goals and outcomes stated on the student's plan. A goal is the end point of an intervention. It specifies in general terms an outcome that the student is expected to achieve over a specified period of time; for example, "John will improve in his identification of sight words." The annual goals of the SEP are statements of the most important general outcomes that the plan is designed to meet.
Measurable outcomes are specific, observable and measurable behaviours that assist the student in progressing towards the general goals of his or her SEP. Measurable outcomes are often sequential, outlining a sequence of steps towards a goal. They also indicate a specific mastery level that can be objectively measured or observed to determine mastery. The attainment of any goal requires the mastery of several measurable outcomes. For example, if the goal is to learn to drive a car, one must think of all the many smaller steps taken to obtain this goal (learning the rules of the road in written form, parallel parking, shifting gears, safe braking, backing up, steering, proper distance between cars at various speeds, passing on the highway, etc.). (Guidelines and Standards: Educational Planning for Students with Exceptionalities)
Modified SEPs
What is a Modifed SEP?
With this type of planning, the grade level curriculum outcomes of a subject area have been change to address teh specific needs of the student. With modification, the majority (50% or more) of the outcomes of the grade level curriculum have been altered. These changes could involve simplified tests, exams or assignments; material presented at a lower reading level; or simplified texts and projects. Students' achievement will be assessed on a different basis from that of their peers. Decisions for modification must involve the classroom teacher(s), the resource teacher, the parent(s), as well as be discussed at the regular meetings of the school-based Student Services Team. SEPs reflecting modification may be simply described in terms of the type of modification made to the grade level curriculum or may include long-term goals, and measurable short-term outcomes, as well as the methods and materials to achieve the goals and outcomes. The district Student Services administrator will choose the level of detail of documentation required for this planning. Planning of this type needs to be reviewed at reporting time, and adjusted accordingly. Summative evaluation of the efficacy of the plan should occur at the end of the year. Modification can occur in one or more courses or subjects and still is based on teh regular curriculum.Modified SEPs have goals and outcomes stated on the student's plan. A goal is the end point of an intervention. It specifies in general terms an outcome that the student is expected to achieve over a specified period of time; for example, "John will improve in his identification of sight words." The annual goals of the SEP are statements of the most important general outcomes that the plan is designed to meet.
Measurable outcomes are specific, observable and measurable behaviours that assist the student in progressing towards the general goals of his or her SEP. Measurable outcomes are often sequential, outlining a sequence of steps towards a goal. They also indicate a specific mastery level that can be objectively measured or observed to determine mastery. The attainment of any goal requires the mastery of several measurable outcomes. For example, if the goal is to learn to drive a car, one must think of all the many smaller steps taken to obtain this goal (learning the rules of the road in written form, parallel parking, shifting gears, safe braking, backing up, steering, proper distance between cars at various speeds, passing on the highway, etc.). (Guidelines and Standards: Educational Planning for Students with Exceptionalities)